Effects of Digital Escape Games on Motivation in Primary Mathematics Education

Abstract

This paper addresses the decline in motivation and the development of mathematical literacy among pupils during primary education, with particular attention to the increasing level of abstraction that often contributes to mathematical anxiety, lower self-confidence, and reduced engagement in mathematics. These challenges highlight the need for instructional approaches that combine meaningful learning experiences with opportunities to strengthen pupils’ motivation and confidence. The theoretical framework is grounded in the principles of game-based learning and is informed by Flow Theory and Self-Determination Theory. The study focuses on an innovative teaching intervention in the form of a digital educational escape game developed in the Genially environment and embedded within a Minecraft-inspired narrative. By integrating elements of familiar gaming culture, the intervention aims to support horizontal mathematization, understood as the application of mathematical knowledge and procedures in meaningful contexts, while promoting learner engagement and active problem solving. The study employed a mixed-methods research design involving 25 fifth-grade pupils (aged 10–11) from a primary school in the Czech Republic. Quantitative data were collected using a pretest–posttest design consisting of a mathematics knowledge test and a ten-item semantic differential measuring pupils’ attitudes toward mathematics. Qualitative evidence was obtained through classroom observations, pupils’ written reflections, and structured debriefing sessions, providing additional insights into pupils’ learning experiences and motivational responses. The findings indicate that the digital escape game contributed to more positive attitudes toward mathematics, reduced perceived stress, increased self-confidence, and greater engagement with mathematical tasks. Qualitative data further demonstrated the motivational value of the narrative game environment and highlighted the role of contextualized problem solving in supporting meaningful mathematical activity. At the same time, the results revealed that pupils’ perceived procedural confidence remained unchanged and that their reported willingness to persist with demanding tasks decreased after the intervention, suggesting that highly immersive game environments may also present challenges for developing long-term cognitive resilience. The study contributes to the growing body of research on game-based learning by demonstrating both the educational potential and the limitations of digital escape games in primary mathematics education.